A conceptual model for flipped classroom: Influence on continuance use intention

Abstract

Flipped (inverted) classroom is an evolving method of active learning in today's world. The concept has reversed the teaching method away from the traditional face-to-face where teachers are regarded as sage on the stage to what is now perceived as guide on the side. The model contributions include the chances for student to learn at his/her own pace, just as it help hasten up the completion of course work amongst others. Notwithstanding these benefits, students in flipped classroom faced the challenge of engagement arising factors such as boringness, bulky note, lack of well formulated video lecture notes etc. Consequently, the research proposed a hybrid model for the purpose of ensuring students continuance use intention of flipped classroom. Meanwhile the results of the survey conducted shows that perceived ease of use, perceived usefulness, teaching method and task-technology fit have significant influence on behavioral attitude as well as continue intention to use flipped classroom by the students. Thus the conclusion that information system (IS) theory has the capacity to support teaching and learning.